Panther Creek
description
Transcript of Panther Creek
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Panther CreekACT and the Common Core
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Desired Outcomes• Understand the connection between
the College Readiness Benchmarks and the expectations of Common Core• Understand how to determine the
complexity of a text• Understand the skills students need to
move closer to meeting the benchmark standards.
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What do these scores mean?
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ELA and Literacy Standards• Too few students are able to
understand complex text.
• Increased focus is needed on some key aspects of language.
• Content-area reading needs strengthening
http://www.act.org/commoncore/pdf/FirstLook.pdf
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At the crossroads of learning…
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Distinguishing Factors • Literal vs. inferential question types
• Questions focusing on textual elements
• Degree of text complexity
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Distinguishing Factors • Literal vs. inferential question types• Questions focusing on textual elements•Degree of text complexity
“critical thinking does not distinguish those who are college and career ready
from those who are not; facility with reading complex text does”
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Sample Lesson
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What can I do?• Find the debatable issues in your content area
• Use essential questions to drive instruction
• Choose text deliberately and strategically
• Allow students to learn the content of the Essential Standards through strategically crafted reading and writing opportunities grounded in the Common Core State Standards.
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Determining the Complexity of a Text
www.readability-score.com
Article Flesch- KincaidMain Highway 13
Define Fair 9.4
Play by the Same Rules 12.1
Opening the Door 13.4
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I’ve chosen the right reading, now what?• Look for vocabulary that may be difficult or
challenging
• Consider text structures that may impede students ability to comprehend the text.
• Create text-dependent questions- questions that require students to look back to the text for answers.
• Have the student activity focused on specific Common Core Standards for Reading and Writing
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How is e-commerce impacting our economy?1. Read and annotate your article.2. In one sentence, define the claim in the article
you read.3. As a group, generate a list of facts, language
that creates a bias, and ‘need to knows’ from the article.
4. Use available devices to locate the answers to the ‘need to knows’ from the articles.
5. Create a list of perspectives from which the issue can be viewed
6. Determine how each fact impacts the issue as it relates to the different perspectives.
7. Take a stand and create a new claim
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Reading, Writing, the ACT and PLAN• SAS Curriculum Pathways
• Use the format as a means for gathering formative assessment information
• Analyze reading selections for their complexity
• WCPSS ACT Wiki
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What do your students need?Reading English Mathematics Science
22.3 20.7 22.9 21.8
• What distinguishes the levels of the Panther Creek school average from the next level?
• Match those skills to the Common Core Anchor Standards
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Science on the ACT
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Learning from the questions• Read each question and determine the
complexity of the question in terms of score range.
• What evidence would you use to place it in that score range?
• Think about the science knowledge students need and the scientific reasoning students need.
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